By: Marsigit
Reviwed by: Umi Baroroh
School-Based Curriculum (SBC) is the operational curriculum arranged and implemented by each educational unit (school). SBC as a manifestation
of primary and secondary education curriculum that developed in accordance with its relevance by any group or committee of the education unit and school under the coordination and supervision of the local education office of the Department of Religion District / City.
of primary and secondary education curriculum that developed in accordance with its relevance by any group or committee of the education unit and school under the coordination and supervision of the local education office of the Department of Religion District / City.
In the era of autonomy, as now, the central authority more reduced, while the regional authority is large and spacious. Of course this is a fairly large impact, including in education. In the curriculum the teacher is a curriculum developer who is in a decisive and strategic position of teacher is the person most knowledgeable about the developmental level of learners, individual differences (individual) students, absorptive capacity, the atmosphere of learning activities, facilities and resources available. So in the curriculum, the teacher has the authority to develop the curriculum into the syllabus. Curriculum development in this syllabus should be based on several things, among them: the content (content), the concepts, skills / skills, problems and interests of students.
Syllabus is an elaboration of standards of competence and basic competence in the subject matter, learning activities, and indicators of achievement of competencies for assessment. Subjects syllabus prepared based on the allocation of time provided to subjects during the education in schools. Preparation of syllabus implemented jointly by the classroom teacher / teachers who teach the same subject at one school or school group by taking into account the characteristics of each school.
There are many steps of Syllabus Development :
1. Assessing Competency Standards and Basic Competence
That is the order of competence and basic competence based on the concept of discipline and level of difficulty of material; linkages between standards of competence.
2. Identify Subject Matter
Identifying the main materials that support the achievement of standards competence and basic competence to consider: the level of physical, intellectual, emotional, social, and spiritual learners; usefulness for students; the structure of science: depth and breadth material; relevance to the needs of learners and demands of the environment and time allocation.
3. Developing Learning Experience
The learning experience is a mental and physical activities are conducted learners in interacting with the learning resources through the approach variety of learning and enable learners. Experience learn life skills that need to load the master learners. formulation
learning experience also reflects the management of the learning experience learners.
learning experience also reflects the management of the learning experience learners.
4. Formulate Indicators of Learning Success
Indicators developed in accordance with the characteristics of the education unit, the potential area and learners, and formulated in operational verb measurable and/or observable. Indicators are used as the basis for develop assessment tools.
5. Determination the Types of Assessment
Assessment carried out by using tests and non-test in form of written or oral, observation of performance, attitude, work assessment a project or product, the use of portfolios, and self-assessment.
6. Determining the Time Allocation
Allocation of time included in the syllabus is approximate time taken by learners to master basic competencies.
7. Determining the Learning Source
Determination of learning resources based on competency standards and competency
basis and subject matter, learning activities, and indicators of achievement
competence.
basis and subject matter, learning activities, and indicators of achievement
competence.
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